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UNIT Culminating Task and Assessment Tools
Prepared by: Petya, Sonya and André
Table of Contents
Topic/ Item
Page
1) Teacher Instructions
2
2) Expectations
3
3) Background Information and Advance Preparation
4
4) Daily Breakdown, Details and Assessment
5-6
5) General Hand-out
7
6) Choice-specific Hand-outs
8-14
7) Chart A: Presentation
15
8) Chart B: Checklist of Necessary Features
16
9) Appendix: Exit Tickets and Peer & Self Evaluations
17
10) Scoring Rubric for the Final Product
18
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1) Teacher Instructions
In order to facilitate differentiated instruction, the teacher is to give students the choice of how they will present the theories, concepts and
lessons learned during the Structure and Properties of Matter unit of SCH 4U.
In order to facilitate differentiated instruction, this project offers 7 different assessment activities, focussing on different aspects of the
Gardner’s Multiple-Intelligence theory. The students get to choose which activity they would like to take part in. As well, we recommend
giving the students the opportunity to choose whether they would prefer working on this project alone or in pairs (both options are
acceptable).
To maximize the benefits for the students, introduce the various components of the project to the students and let them contemplate for a
day or two before asking them to sign up. On sign-up day, they are to indicate whether they're working alone or in a pair, at which point
you assign the student(s) the appropriate information pamphlet for their selected activity (make sure to have enough copies of them all).
For the rest of that period, give the students time to brainstorm and start planning their activity, asking for a mind-map or other graphical
representation (of their choice) before they leave. Also, ask each individual student to keep their own Progress Journal, recording their
opinions on how the project is progressing, their challenges and their goals. Ask them to complete a section every day, ensuring them that
you will be the only person reading their journal.
After the initial choice is made, ensure to give the students at least one full work period to prepare their activity. Then, on activity day, each
group will be given 10-15 minutes to present their activity, with assigned peer evaluations to be distributed to the class before each activity
and to be picked up before the following one begins.
Assess each student based on the provided Grading Rubric.
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2) Expectations (Structure and Properties of Matter, SCH 4U)
Overall Expectations:
C1. assess the benefits to society and evaluate the environmental impact of products and technologies that apply principles related to the
structure and properties of matter;
C2. investigate the molecular shapes and physical properties of various types of matter;
C3. demonstrate an understanding of atomic structure and chemical bonding, and how they relate to the physical properties of ionic,
molecular, covalent network, and metallic substances.
Specific Expectations:
C1.2 evaluate the benefits to society, and the impact on the environment, of specialized materials that have been created on the basis of
scientific research into the structure of matter and chemical bonding (e.g., bullet-proof fabric, nanotechnologies, superconductors, instant
adhesives) [AI, C]
C2.1 use appropriate terminology related to structure and properties of matter, including, but not limited to: orbital, emission spectrum,
energy level, photon, and dipole [C]
C2.2 use the Pauli exclusion principle, Hund’s rule, and the aufbau principle to write electron configurations for a variety of elements in the
periodic table [AI, C]
C2.3 predict the shapes of simple molecules and ions (e.g., CH4, SO3, O2, H2O, NH4 +), using the valence shell electron pair repulsion
(VSEPR) model, and draw diagrams to represent their molecular shapes [AI, C]
C2.4 predict the polarity of various chemical compounds, based on their molecular shapes and the difference in the electro negativity values
of the atoms [AI]
C2.5 predict the type of solid (ionic, molecular, covalent network, metallic) formed by a given substance in a chemical reaction, and
describe the properties of that solid [AI]
C3.1 explain how experimental observations and inferences made by Ernest Rutherford and Niels Bohr contributed to the development of
the planetary model of the hydrogen atom
C3.4 explain how the physical properties of a solid or liquid (e.g., solubility, boiling point, melting point, melting point suppression,
hardness, electrical conductivity, surface tension) depend on the particles present and the types of intermolecular and intra-molecular forces
(e.g., covalent bonding, ionic bonding, Van der Waals forces, hydrogen bonding, metallic bonding)
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3) Background Information & Prerequisites:
A required prerequisite for the SCH 4U course is the grade 11 SCH 3U science course. Students require a strong background in the
Chemistry strand of this course. Students need to know the periodic table, the trends of the periodic table and how the structures of the
molecules and compounds affect the properties. More specifically, students must have a good foundation with the following overall
expectations: C1, C2 and C3, also, the specific expectations C1.2, C2.1, C2.2, C2.3, C2.4, C2.5 and basic concepts 3.1.
Students would have also developed their understanding of chemistry concepts in their earlier general science classes. In this course,
students further develop the understanding of chemistry and learn that elements and compounds have both physical and chemical properties
that determine their functions, uses and their connections to society and the environment. In this course they would also learn that the use
of elements and compounds have both positive and negative effects on society and the environment.
Advance Preparation
This course is an excellent university preparation course for students wishing to further study any of the sciences at the post secondary
educational level. In this strand there are plenty of opportunities to integrate career exploration into the learning material.
The McGraw-Hill Chemistry 11 textbook and the Nelson Chemistry 11 textbook both outline a number of interesting career paths that the
student may investigate further. When students take the senior chemistry course, they open themselves up to possibilities beyond their
secondary level of education which can include (but are not limited to) study areas such as pharmaceuticals, medicine, research or teaching.
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4) Daily Breakdown, Details and Assessment
Day & Time
Details
Handouts to Students
Prior to
culminating
activity
(20 mins)
Culminating activity hand-out is
given prior to class to let the
students choose their partners and
the method in which they wish to
deliver the presentation.
Students are allowed to choose
how they will deliver the
presentation. Therefore, they will
have a voice in their preferred form
of assessment. They inform the
teacher of their group choice and
their presentation method.
Culminating activity instructions,
checklist and rubrics
Day 1
(75mins)
(10 mins.)
(55 mins.)
Students will be given a specific
“pamphlet” with instructions which
will detail the important aspects of
their presentation style.
Each presentation will need to
cover at least 2 of the following
lesson topics covered during the
Structures and Properties Unit:
 Quantum Mechanics
 VSEPR Theory
 Electronic Configurations
 Intra-molecular Bonds
 Inter-molecular Bonds
 Properties of Solids &
Liquids
Students will be asked to
brainstorm ideas and research
topics in class and will be required
to submit a flowchart, mind map or
A pamphlet describing the
procedure for their learning
strategy choice. They can choose
out of the following options:
1) Discuss and display the types of
chemicals you would find in an
automotive mechanic’s shop and
how their properties are used.
2) A cooking show that uses
ingredients with a variety of
chemical properties i.e. oil,
water, salt, sugar etc…
3) Spas or beauty parlours all use
specific chemicals that could be
discussed in the presentation.
4) CBC News Report or Radio
Broadcast of how chemicals are
affecting the environment.
5) Mock court case between an
environmental activist group and
a multi-national pharmaceutical
company.
6) Musical song and dance show
that incorporates lessons seen in
Assessment Tools
Assessment Tools
“for”, “as”, “of”
1) Flow chart, mind map
or graphical organizer
“as” learning
2) Time is given for
writing in their
Progress Journal,
which will be handed
in at the end of the
project.
Day & Time
Details
Day 1
(continued)
other graphical organiser before
the end of class.
(10 mins.)
Students will also be required to
start a progress journal to record
daily challenges, discoveries and
ideas to improve their project.
Research and preparation time to
be given to class to allow for rich
culminating experience.
Day 2
(75mins)
(10 mins.)
Students need to outline which key
expectations and lessons they will
connect and incorporate into their
activity.
(55 mins.)
In the Computer Lab
Research and preparation time to
be given to students.
(10 mins.)
Students will be required to
continue the progress journal to
record daily challenges,
discoveries and ideas to improve
their project.
Presentations. All groups will
have approximately 10-15 minutes
to present their topic to the whole
class. Each group will be evaluated
by their peers and will also have a
chance to perform a selfassessment.
Day 3 (takes
place one
week after
Day 2)
(75mins)
Handouts to Students
Assessment Tools
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Assessment Tools
“for”, “as”, “of”
the unit
7) Dramatic role play incorporating
the lessons learned and
personifying the chemical
theories and facts
Checklist of Necessary Expectations
1) Students must hand in
their completed Checklist
of Necessary Expectations.
“as” learning
2) Time is given for
writing in their Progress
Journal, which will be
handed in at the end of the
project.
1) Peer Evaluation
2) Exit ticket questions
1) Peer Evaluation
2) Exit ticket questions
3) 1 page summary handout to be given to the
class after their
presentation. The
handout is to be specific
to group’s focus
4) Chart of Consulted
Resources
5) Progress Journals
“of” learning
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5) General Hand-out
For this culminating activity to the Structure and Properties of Matter unit, you will have the opportunity to choose to perform one activity
and presentation out of a list of 7 options. As well, you will have the option to work on this project solo or as part of a duo!
However, regardless of the option you select, you must make a clear link to what we have studied in class by including AT LEAST 2 of the
following topics in your presentation:
 Quantum Mechanics
 VSEPR Theory
 Electronic Configurations
 Intra-molecular Bonds
 Inter-molecular Bonds
 Properties of Solids & Liquids
The method of presenting will be left to your discretion, although feel free to consult me if you have any questions.
I expect every presentation to last between 10 and 15 minutes.
As well, you will be asked to keep a personal Progress Journal that you will hand in on the day of your presentation. You are expected to
write in this journal every day and comment on the progress of your activity, any challenges you’ve encountered and how you have
surpassed them (or plan to) and any details you still need to iron out. This journal will only be read by me, so feel free to include any
reservations, frustrations or, on the opposite end of the spectrum, any positive comments you care to.
I will also ask you to fill out a variety of forms, charts and assessments throughout the duration of the project as well. So don’t be surprised.
Once you have selected the activity you would like to undertake, you will be given an additional form with questions specific to that
activity. This form is to be completed by you (or your partner if you work in pairs) and submitted to me. This form will be copied and
distributed to your classmates after your presentation as a memory-helper for the important details of your presentation.
Work well together, see me with any questions and have fun!
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Mechanic’s Shop
Names of group members: ____________
Question
1)
Where is a mechanic’s shop you
can visit and / or call to interview the
owner or worker?
2)
What types of chemicals are
discussed in your presentation? i.e. motor
oil, gasoline, brake fluid, etc.
3)
What are the molecular formulas
of the key chemicals used or discussed?
4)
Justify the formulas using VSPER
theory and Lewis structures
5)
Based on the molecular structures,
what type of chemical bonding do the
chemicals possess?
6)
What are careers that would
relate to this topic presentation?
7)
How does your presentation tie
your selected concepts into our society
and the application to the real world?
Answer
__________________
Resource where
answer was
obtained
Ideas for the presentation
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Cooking Show
Question
1) What cooking shows do you watch
or can you interview a cook from a
show or restaurant?
2) What types of chemicals are
discussed in your presentation? i.e.
olive oil, water, salt, sugar, syrups,
etc.
3) What are the molecular formulas of
the key chemicals used or discussed?
4) Justify the formulas using VSPER
theory and Lewis structures
5) Based on the molecular structures,
what type of chemical bonding do
the chemicals possess?
6) What are careers that would relate
to this topic presentation?
7) How does your presentation tie your
selected concepts into our society
and the application to the real
world?
Names of group members: ____________
Answer
Resource where
answer was
obtained
__________________
Ideas for the presentation
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A Spa or Beauty Salon
Question
1) What spa or salon can you visit or
interview an employee?
2) What types of chemicals are
discussed in your presentation? i.e.
massage oil, water, alcohol, Epsom
salts, stones, etc.
3) What are the molecular formulas of
the key chemicals used or discussed?
4) Justify the formulas using VSPER
theory and Lewis structures
5) Based on the molecular structures,
what type of chemical bonding do
the chemicals possess?
6) What are careers that would relate
to this topic presentation?
7) How does your presentation tie your
selected concepts into our society
and the application to the real
world?
Answer
Names of group members: ____________
Resource where
answer was
obtained
__________________
Ideas for the presentation
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CBC News Report / News Broadcast Report
Question
1) What news TV show or radio
show can you visit or interview
one of their employees?
2) What types of chemicals are
discussed in your presentation? i.e.
carbon dioxide emission, green
house gases, etc.
3) What are the molecular formulas of
the key chemicals used or discussed?
4) Justify the formulas using VSPER
theory and Lewis structures
5) Based on the molecular structures,
what type of chemical bonding do
the chemicals possess?
6) What are careers that would relate
to this topic presentation?
7) How does your presentation tie your
selected concepts into our society
and the application to the real
world?
Answer
Names of group members: ______
Resource where
answer was
obtained
_____________
Ideas for the presentation
12
Court Case
Question
1) Is there an environmental activist
group and /or multi-national
pharmaceutical company you can
interview
2) What types of chemicals are discussed
in your presentation? i.e. hydrocarbons,
and pollution caused from
manufacture.
3) What are the molecular formulas of
the key chemicals used or discussed?
4) Justify the formulas using VSPER
theory and Lewis structures
5) Based on the molecular structures,
what type of chemical bonding do the
chemicals possess?
6) What are careers that would relate to
this topic presentation?
7) How does your presentation tie your
selected concepts into our society and the
application to the real world?
Names of group members: ____________
Answer
Resource where
answer was
obtained
__________________
Ideas for the presentation
13
Musical Song & Dance Show
Question
1) Is there a singer and/ or dancer you
can interview (they do not need to
be famous)?
2) What types of chemicals are discussed
in your presentation? i.e. through a
poetic song or rap.
3) What are the molecular formulas of the
key chemicals used or discussed?
4) Justify the formulas using VSPER
theory and Lewis structures
5) Based on the molecular structures,
what type of chemical bonding do the
chemicals possess?
6) What are careers that would relate to
this topic presentation?
7) How does your presentation tie your
selected concepts into our society and
the application to the real world?
Answer
Names of group members: ____________
Resource where
answer was
obtained
__________________
Ideas for the presentation
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Dramatic Play
Names of group members: ____________
Question
1) Is there an actor or play writer
you can interview (they do not need
to be famous)?
2) What types of chemicals are
discussed in your presentation? i.e.
through a dramatic characterization
and personification.
3) What are the molecular formulas
of the key chemicals used or
discussed?
4) Justify the formulas using VSPER
theory and Lewis structures
5) Based on the molecular
structures, what type of chemical
bonding do the chemicals possess?
6) What are careers that would relate
to this topic presentation?
7) How does your presentation tie
your selected concepts into our society
and the application to the real world?
Answer
__________________
Resource where
answer was
obtained
Ideas for the presentation
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7) Chart A: Presentation
(Example of chart they need to complete for presentations)
Chemicals in
presentation
Molecular
formula and
electronic
configuration
Lewis
VSPER –
structures 3D
– dot
structures
diagrams
Intramolecular
Bonding
Type
InterPhysical
Electrical
Surface
molecular properties conductivity tension
Bonding
Type
Solubility Melting
Point &
Boiling
Point
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8) Chart B: Checklist of Necessary Features
To be used as a checklist to ensure the students have covered the necessary expectations, used appropriate resources and connected them to
society, application and the real-world.
Lessons
covered in
Unit
1)
Quantum
Mechanics
2)
VSEPR Theory
3)
Electronic
configurations
4)
Intra-molecular
Bonding
5)
Inter-molecular
Bonding
6)
Properties of
Solids and
Liquids
Checkmark
2 or more
concepts
that you
have chosen
to include in
your
presentation
Resources to be used to facilitate research and
gathering of information:
- Class text book
- Scientific Journal
- Encyclopaedia
- Interview person in company or expert
- Youtube video
- etc.
Details that will be addressed during the
presentation with respect to the lessons covered
and how it directly ties in to society, applications
in the real-world, etc…
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Appendix
EXIT Ticket
Name: ________________________________
1. Describe one new concept you learned today about the Structure and Properties of Matter.
2. How can the new concept you learned today be applied in your life?
Peer Assessment & Self-Assessment
Name of all individuals in the group:
______________________________& _______________________________
Topic & Title of the group Presentation: _______________________________
STAR
STAR
WISH – You might consider…
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11) Scoring Rubric for the Final Product
Level 1 to 4 evaluation scheme for Structure and Properties Unit – Culminating Activity Assignment
Rubric –Grade 12
Activity to be presented to class for 10-15 minutes
Category / Criteria
Knowledge and Understanding
Level 1
Level 2
Level 3
Level 4
Knowledge of content
- Presentation clearly demonstrates at least 2 of the
necessary concepts (see General Hand-out)
Understanding of content
- Demonstrates understanding of the presented
concepts through the use of specific examples
-demonstrates
knowledge of content
with intensive support
- understands material
with intensive support
-demonstrates
knowledge of content
with limited support
- understands material
with limited support
-demonstrates
considerable knowledge
of content
- is able to use complexideas and understand
material
-demonstrates thorough and
extensive knowledge of
content
- uses complex ideas
thoroughly and effectively
- presents between 7-8
minutes or 17-18
minutes
- processes information
with intensive support
- presents between 8-9
minutes or 16-17
minutes
- processes information
with limited support
- presents between 9-10
minutes or 15-16 minutes
- presents within 10-15
minutes
-is able to process
complex information
-is able to process complex
information effectively and
thoroughly
-uses critical thinking
skills with intensive
support
-uses critical thinking
skills with limited
support
-uses complex critical
thinking skills
- uses complex critical
thinking skills effectively
and thoroughly
- communicates with
intensive support
-communication is
clear, engaging with
limited support
- organizes ideas with
intensive support
- organizes ideas with
limited support
- many errors and or
omissions (over 10)
- some minor errors and
/ or omissions (6 to 10)
-communication is clear,
- communication is clear,
engaging with visuals that
engaging with visuals that
are considerably effective
are highly effective
stimulating
-is able to organize
- uses thorough and logical
complex ideas
sequence of ideas
appropriately
- minimum minor errors
-practically no minor errors
and / or omissions (3 to
and /or omissions (under 3)
6)
- applies knowledge to
support position with
intensive support
- applies knowledge to
support position with
limited support
Thinking
Use of planning skills
- Presents material within the required time limits
Use of processing skills
- gathered information by using various resources
and references them properly
Use of critical / creative thinking processes
- creative and analytical process
Communication
Expression of ideas through multimedia in oral
and written format
- able to communicate the information in an
interesting and dynamic fashion
Organization of ideas
- is able to organize and express information in an
easy to understand manner
Language Usage
- is able to communicate effectively using diagrams,
visuals, and media
Application
Application
- is able to connect presented concepts to applications
in society
- able to describe and investigate the connection of
the lessons learned in class with their presentation
choice
- applies knowledge to
support their position
- applies knowledge to
support their position
thoroughly and effectively
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